WO2020209651A1 - Procédé d'apprentissage de l'anglais - Google Patents

Procédé d'apprentissage de l'anglais Download PDF

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Publication number
WO2020209651A1
WO2020209651A1 PCT/KR2020/004863 KR2020004863W WO2020209651A1 WO 2020209651 A1 WO2020209651 A1 WO 2020209651A1 KR 2020004863 W KR2020004863 W KR 2020004863W WO 2020209651 A1 WO2020209651 A1 WO 2020209651A1
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verb
sentence
unit
learning
english
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PCT/KR2020/004863
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English (en)
Korean (ko)
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박광준
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박광준
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Priority to US17/594,267 priority Critical patent/US20220189338A1/en
Publication of WO2020209651A1 publication Critical patent/WO2020209651A1/fr

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    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/06—Foreign languages
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06F—ELECTRIC DIGITAL DATA PROCESSING
    • G06F3/00—Input arrangements for transferring data to be processed into a form capable of being handled by the computer; Output arrangements for transferring data from processing unit to output unit, e.g. interface arrangements
    • G06F3/01—Input arrangements or combined input and output arrangements for interaction between user and computer
    • G06F3/048—Interaction techniques based on graphical user interfaces [GUI]
    • G06F3/0481—Interaction techniques based on graphical user interfaces [GUI] based on specific properties of the displayed interaction object or a metaphor-based environment, e.g. interaction with desktop elements like windows or icons, or assisted by a cursor's changing behaviour or appearance
    • G06F3/0482—Interaction with lists of selectable items, e.g. menus
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/02—Electrically-operated educational appliances with visual presentation of the material to be studied, e.g. using film strip

Definitions

  • the present invention relates to a method of providing English language learning.
  • the learning method of forming sentences using parts of speech requires not only the meaning of the sentence, but also the order of arrangement of the parts of speech that fits the structure of the sentence and arranging words accordingly, so the rules are complicated and there are many words to be combined. It wasn't very helpful in the practice of constructing immediate sentences.
  • An object of the present invention is to solve the difficulty of a learner in structuring a memorized word in a sentence in an English learning process, which is the aforementioned problem.
  • Another object is to solve the short-term memory storage learning results and boredom caused by simple memorization learning in memorizing English words or sentences.
  • Listing and outputting a plurality of indicators representing each component of a sentence, outputting a specific example sentence corresponding to the plurality of indicators, but outputting a component corresponding to at least one indicator among the plurality of indicators as blanks And receiving an expression including at least one word in the blank.
  • outputting a preset example sentence, outputting a plurality of indicators representing each component of the sentence, and receiving matching of each component of the example sentence and the plurality of indicators are input.
  • a method of providing English learning including that.
  • a sentence can be easily constructed and expressed by storing a plurality of words listed as one unit in long-term memory.
  • the method for providing English learning described in the present invention may be implemented through a device such as a smart phone or a computer.
  • Such an English learning providing apparatus executes software including the English learning providing method of the present invention.
  • the software including the method for providing English learning of the present invention may be written as a language readable by the apparatus for providing English learning.
  • the software including the method for providing English learning may be implemented in the form of a non-transitory recording medium or a program capable of downloading/copying.
  • the English learning method of the present invention is performed in the form of a program in a device having a display.
  • the present invention is not necessarily limited thereto, and the features of the present invention may be applied not only to offline classes, online classes, textbooks and handouts used in each class, but also to board games.
  • the present invention introduces the concept of a plurality of sentence element indicators constituting a sentence according to the shape of a sentence and a concept of a unit verb corresponding to any one of the sentence element indicators in order to solve the disadvantages of the conventional English learning method.
  • the sentence element indicator means an indicator representing the constitutional elements of the sentence. Accordingly, a plurality of elements constituting a sentence may be expressed by a plurality of indicators. Through a plurality of sentence element indicators arranged sequentially, the learner can predict which combinations and order of elements in the corresponding sentence, and thus, what form and meaning the corresponding sentence represents.
  • the sentence element indicator plays a similar role to the conventional part-of-speech that represents the elements of a sentence, but there is a difference in that parts of speech have unintuitive names such as subjects, verbs, objects, articles, etc., and one part of speech corresponds to one word. There is a difference.
  • a sentence element indicator corresponding to a subject a sentence element indicator corresponding to a verb
  • a sentence element indicator corresponding to an object may be sequentially arranged.
  • Each indicator may be marked as “1", “2", and "3".
  • "subject”, “verb” and “object word” may be indicated, but it is preferable to use the former simple expression method according to the spirit of the present invention.
  • the sentence element indicator is expressed and repeatedly learned along with the actual sentence. Through this learning, learners can make it a habit to think about the structure of sentences.
  • the composition or arrangement of the sentence element indicators may vary according to the sentence type. For example, in a state in which sentence element indicators representing plain texts are output, when an attempt is made to indicate a question sentence including a questionnaire, a sentence element indicator representing the questionnaire may be added in front of the existing sentence element indicators.
  • a unit verb means a set of at least one word containing a verb.
  • a set of unit verbs contains the concept of multiple verbs related to a verb with one meaning.
  • the unit verb of the present invention is the present tense and the verb past tense of the verb with one meaning.
  • Verb past participle form, or a word that includes a list of words that form an additional meaning by placing at least one word in front or both before or after one of the original (present form) of the verb or one of the above three forms.
  • Unit verbs corresponding to the verb'go' meaning'to go' are not only'go','went', and'gone', but also'will go','don't go','may go' It can be','can go','be going', etc.
  • Unit verbs can include more than 194 unit verbs in addition to the verb prototype, verb past tense, and verb past participle. Normally, this unit verb set has a certain regularity and is easy to master and apply, helping to improve vocabulary.
  • the method for providing English learning of the present invention may be started through an execution command for the execution icon 11.
  • the execution icon 11 may have an icon marked as'English Tool (E Tool)'.
  • the execution command for the execution icon 11 may include a click, double-click, or drag-and-drop method.
  • the executable list 21 may be a list classified based on a sentence type, or may include a list according to types of verbs and unit verbs. For example, lists such as'unit verb list learning','verb question/Be verb question sentence learning','question sentence learning including question sentence','negative verb/negative sentence Be verb learning', and'card matching learning' can be listed. have.
  • the executable list 21 may be output in the form of a sequential list, or may be output in the form of a tree 20 as shown in FIG. 1.
  • the learner can gradually expand its application power, such as constructing an English expression using the learned learning method.
  • the tree form 20 may be outputted simultaneously with the learning screen so that it can be performed immediately when a learner needs an additional application further from the current learning stage at any time, or when he/she wants to perform another learning stage during learning.
  • the output of the previous learning steps may be output in a form other than the tree form 20.
  • the execution of the executable list 21 may be executed by a touch input of the list 21.
  • the touch input includes a click or a double click.
  • FIG. 2 is an example of a set of unit verbs 30 related to the present invention in a tree form 301.
  • the unit verb 30 means a word corresponding to a sentence element indicator representing the verb in the sentence structure.
  • words that can be placed in place of verbs in sentences become unit verbs.
  • the unit verb (30) consists of at least one word, as well as the verb prototype (31), the verb past form (32), and the verb past participle form (33) of a specific verb, and modifies a specific verb to mean the main meaning of a specific verb. It may include a verb modifier 34 for adding additional meaning to and a negative phrase 35 for adding negative meaning.
  • the verb modifier 34 is a modifier and a single word, such as'can' and'will', that modifies a specific verb as a verb modifier (it can correspond to a normal modal verb),'have to','.
  • Verb modifiers may have meanings such as ministry verbs, perceptual verbs, etc.
  • the verb of the unit verb 30 may come in the form of a circular infinitive or past participle, or'verb + ing'.
  • an object indicating the meaning of'who' can be included, and'who' in this case can be replaced with some other noun.
  • the verb prototype (31), the verb past participle (33), the verb modifier (34), and the negative phrase (35) are combined with each other to create a specific meaning added from the original meaning of a specific verb.
  • Table 1 shows a list of the meanings of 194 unit verbs (30) that can be generated as a combination of the verb prototype (31), the verb past part (33), the verb modifier (34), and the negative phrase (35).
  • the unit verb 30 corresponding to one specific verb can be transformed into at least 194 meanings.
  • the set of unit verbs 30 is applied equally to each specific verb, it is preferable that this list is learned in one pattern. As a result, learners who have learned this pattern can transform any verb given to create various meanings, thereby improving the learner's vocabulary, and furthermore, the unit verb 30 thus created is a set of at least one continuous unit. Since it is formed, it can be expressed immediately without worrying about the order of words, so that you can improve your English skills.
  • a plurality of unit verbs corresponding to a specific verb may be shown in a form arranged in one direction.
  • a plurality of unit verbs 30 may be viewed in a manner in which a tree form 301 is formed.
  • similar unit verbs 30 having similar expressions may be displayed adjacent to each other.
  • the unit verb'can't go' is an indefinite form of the unit verb'can go', so it is easy to associate it with'can go'. Therefore, when expressing'can't go' as a sub-constituent form of'can go', unit verbs can be memorized more easily, and the verb prototype used in the process of memorizing unit verbs is naturally repetitive and Can be stored in memory.
  • the structure of the tree may be customized by a user. This means that the algorithms associated with memorizing verb expressions may differ depending on the learner. Therefore, it is possible to modify the position and connection relationship of each verb expression in the verb expression in the tree form, so that a tree of the form suitable for each learner can be obtained. This is to make it possible to print.
  • the sentence element indicator 41 may be output in the form of a card as shown in FIG. 3.
  • the learner raises visibility and arouses an immediate idea.
  • the plurality of sentence element indicators 41 are arranged and output in a certain order.
  • a plurality of sentence element indicators 41 sequentially arranged are a card 41a representing a unit question sentence (hereinafter referred to as'unit question sentence'), which means the sixth principle, and a verb and auxiliary verb used in the question sentence (hereinafter referred to as'question sentence').
  • additional sentence elements may be placed after the object, but since this does not affect the structure of a general sentence, the sentence element indicator 41 may be omitted or replaced with a different type of marker 42 for these additional expressions.
  • unit question words are not only conventional question words such as'when','where','what','how','why' and'who', but also'who with','what + noun', ' Interrogative words such as how + adjectives','how many + nouns', and'how much + nouns' can be combined with other words. Since the above three expressions are sequentially combined with question words and placed in a sentence, they need to be memorized as a unit.
  • Interrogative verbs are verbs that come before the subject in question. Questions such as'do','does','did','will','can','should','have','has', and'had' Includes modal verbs and interrogative be verbs such as'am','are','is','was', and'were'.
  • the sentence form may be formed by a combination of at least some of the five sentence elements. Therefore, given a sentence form, it is possible to indicate to the learner how the sentence is formed by arranging sentence element indicators accordingly.
  • the sentence element indicator 41 displays all of the five cards 41a, 41b, 41c, 41d, and 41e, and attempts to learn a plain preface and a negative sentence.
  • the five sentence element indicators two sentence element indicators 41a and 41b corresponding to each of the unit question sentence and question verb may be omitted and output.
  • the subject means the subject in the sentence, and can be nouns representing objects from'I','you','he', and'she' that refer to a person.In some cases, it is equal to the subject as well as the gerund, to infinitive. Any form that plays a role is possible.
  • the learner can quickly adapt to the sentence structure by visually checking the arrangement of the sentence element indicators according to the sentence form.
  • the sentence element indicator 41 may have an indicator that allows the learner to know what the corresponding sentence element is. The learner can recognize which sentence element will or should come to the corresponding position simply by checking the mark.
  • the five sentence element indicators 41a, 41b, 41c, 41d, and 41e may have marks of'Q2','Q1', '1', '2' and '3' in order.
  • the learner indicates that the sentence contains a questionnaire, and the card 41a of'Q2' is excluded and the card 41b of'Q1' If is included, it can be seen that it is a question without unit question mark (not shown).
  • the sentence element indicator 41 can also be expressed.
  • the five sentence element indicators may be expressed by markers such as'unit question sentence','question verb','subject','unit verb', and'object word'.
  • the plurality of sentence element indicators 41 may be sequentially arranged and output, and the learner may predict the sentence structure through the plurality of sentence element indicators 41. For example, when'Q2','Q1', '1', '2', and '3' are sequentially output, the learner can know that the corresponding sentence is a question form including a questionnaire.
  • an example sentence 50 may be output together with the outputted sentence element indicators 41.
  • at least one card of the example sentences 50 that is, a sentence element corresponding to the indicator 41 may be output as a blank 51.
  • an example sentence containing blank spaces may be in the form of'____ did you go to school?'.
  • the learner sees that the cards 41a, 41b, 41c, 41d, and 41e of'Q2','Q1', '1', '2', and '3' are sequentially printed, and the sentence corresponding to'Q2' in the blank It can be seen that the expression corresponding to the element must be entered. At this time, the input expression becomes a single word or a plurality of words.
  • the indicator corresponding to the blank 51 is the'Q2' card 41a, but the remaining'Q1', '1', '2' and '3' cards 41b, 41c, and 41d At least one of, 41e) may be an indicator corresponding to the blank 51.
  • the indicator corresponding to the blank 51 may be determined according to a preset learning order, or may be determined by a learner's selection.
  • the learner can select any one of the view list 60 in order to enter the expression in the blank 51.
  • the unit questionnaire view list 60a is'when','where','what','how','why','who with','what + noun','how + adjective', ' Can be how many +noun' or'how much +noun'.
  • the view list 60 may be output by clicking on the first card.
  • the expressions 61 of the example list 60 may be sequentially assigned to blanks and output. For example, when a learner clicks the'Q2' card 41a on which'when' is displayed,'where' that can be placed in the corresponding seat is displayed instead of'when', and then'what' according to the additional input. Interrogative expressions such as, etc. may be sequentially output.
  • the learner may learn sentences including expressions of the example list 60 that are sequentially assigned. However, it is preferable that the expressions to be substituted at this time be those that are appropriate formally or in content when they are substituted in the corresponding example sentence (50).
  • the determination result of whether the completed example sentence is appropriate can be output by distinguishing between an appropriate and inappropriate assignment. For example, if the expression'When' is substituted, the example sentence (50) is expressed in green because the completed example sentence is appropriate in terms of grammar or content, and when'Where' is substituted, the completed example sentence is inappropriate in the content. ) Is expressed in red to indicate whether it is appropriate. This is the same even when input by selecting the expression 61 output to the learner's view list 60 described above. Whether the completed example sentence is appropriate may be determined by determining whether it matches a previously stored specific example sentence, or may be determined by an algorithm such as machine learning.
  • it may be output by direct input of a learner without outputting the view list 60. Even in this case, it is possible to determine whether the content and formality of the input expression and the example sentence 50 as described above are appropriate and output the determination result.
  • the output of the sentence element indicator 41 and the output of the example sentence 50 may be combined in parallel.
  • the blank 51 may be output as a sentence element indicator 41, and the remaining sentence elements may be output as an example sentence 50 and output as a single line (not shown).
  • the interpretation of the example sentence 50 may be output together. This may serve to induce an expression to be input in the blank 51 to help learners learn. Alternatively, if the example sentence 50 including the input expression is appropriate, an interpretation may be output to allow the learner to finally confirm the meaning.
  • One of the strengths of the learning method examined in FIG. 4 is that when writing unit question words,'when','where','what','how','why', and'who' corresponding to the'Q2' card 41a By knowing the location (Q2) of a total of six words that correspond to the six-and-a-half principle up to'with', it is possible to express a sentence containing up to five unit question words.
  • the above-described features can be applied to other sentence forms with the same principle.
  • the sentence form of the'Q1', '1', '2', and '3' cards 41b, 41c, 41d, and 41e from which the'Q2' card has been removed, and the sentence element is'Q1', which is a question verb Expressions to be input to the card 41b may be learned.
  • the learner can be expected to recognize that there is no'Q2' card and to perform the questionnaire type of learning without a unit question.
  • the removal of the sentence element indicator may be performed step by step according to a preset order, but may be performed by a learner's selection. For example, when a learner deletes a'Q2' card, it is recognized and learning in the form of a questionnaire without question may be performed.
  • the card may be deleted by executing the delete menu through a touch input on the screen or the like, or by dragging and dropping to the trash can.
  • Expression 62 of the view list 60b that can be entered into the'Q1' card 41b is'do','does','did','will','can','am','are'. ,'is','was','were','should','have','has', and'had'.
  • the process of inputting the expression to the'Q1' card 41b is the selection of the learner's specific expression 62 from the question verb view list 60b, and the sequential selection of the question verb view list 60b and expressions 62. It can be changed, or directly input the learner's expression.
  • the number of questionable verbs that can correspond to the'Q1' card (41b) is as many as the number of questionable sentences that can be responded to the'Q1' card (41b) with just one plain sentence sentence formed by the '1', '2' and '3' cards in the order of subject, verb and object.
  • the advantage is the learning effect that can express them.
  • the plain preface is always in its original form, and various sentences are possible by changing only the words corresponding to'Q1', making it easier and more efficient for learners.
  • the plain preface where the prototype of the verb is located in the indicator '2' of'you study English.' is "Do you study English?"
  • words including'Do','Does','Did','Will','Can' and modal verbs such as'Did you study English?'
  • various expressions such as present, past, and future
  • learners can easily sentence questions with various meanings only by changing the words corresponding to'Q1' without any change in the subject verb object, which is the composition of the plain preface. It is an important learning point.
  • two or more first cards corresponding to the blank 51 may be used.
  • a blank 51 is formed corresponding to each card 41a, 41b, and the remaining cards ( For 41c, 41d, and 41e), a specific example sentence 52 may be output.
  • expressions 61 and 62 corresponding to the'Q2' card 41a and the'Q1' card 41b can be inserted and learned.
  • the advantage is that it is possible to learn a combination of the number of times the number of expressions in the view list 60a of'Q1' and the number of expressions in the view list 60b of'Q2' on the premise of the same example sentence. have.
  • the sentence element corresponding to the card 41d may be output as a blank 51.
  • the verb not only the verb but also the conjugated form of the verb and other words may be located at the position of the verb, so it can be considered as a concept of the unit verb 30. Details about this have been described in FIG. 2, and therefore, reference is made to FIG. 2 for convenience of description below.
  • the unit verb (30) of'study' is'study','studied','will study','can study','do not study','did not study','will not study'
  • Expressions such as'can not study' can be included.
  • the learner can learn by using these expressions as a unit and as a component of the sentence.
  • the unit verb can be divided into several categories and learned. For example, it can be classified into essential life verbs, basic verbs, spoken English verbs, and sweet words according to the approximate form actually used, and can be learned accordingly.
  • the unit verb 30 is not only the unit verb 30a corresponding to the general verb as in the above-described embodiments, but also the unit verbs 30b and 30c corresponding to the'Be verb + adjective' or the'Be verb + noun'. Can be.
  • These unit verbs (30b, 30c) are not only'Be verb + adjective' or'Be verb + noun', but also verb modifiers such as'will','can', and'can not' (34) or negative phrases (35 ) Can be combined.
  • the unit verb (30b) corresponding to the'Be verb + adjective' of'be busy' is not only expressions such as'is busy','am busy','are busy','was busy', and'were busy'.
  • expressions such as'will be busy','can be busy', and'will not be busy' with the addition of the verb modifier word 34 or negative phrase 35 may be included.
  • the unit verb (30c) corresponding to the'Be verb + noun' of'be a student' is not only expressions such as'is a student','am a student', and'was a student', but also verbs.
  • Modified words 34 or negative phrases 35 may be added to include expressions such as'will be a student','can be a student', and'will not be a student'.
  • a learning method that emphasizes the importance of verb prototyping and verbalization skills through learning verbs and unit verbs when learning English.
  • learners can learn that plain and negative sentences are composed only of changes in the indicator '2' (41d), which is the position of the verb (including all verb forms such as unit verbs), thereby improving the understanding of the structure of the English sentence. have.
  • any plain preface in the order of subject verb object has no change in subject and object, and it is possible to express various tenses (present, past, future) of the sentence only with the transformation or application of the verb.
  • it is an important learning point to learn that only the verb needs to be changed without changing the subject and object even when transforming from negative to plain preface.
  • the idioms patterns allow a variety of expressions in the form of plain preface, negative sentence, and question sentence to be sentenced, and may be more usefully used in the case of English learning in a problem solving method.
  • the problem is outputted,'Replace the plain preface into the negative present tense.
  • the learner may change the example sentence into the negative sentence present tense through direct input, but may transform it through reading the above-described'negative sentence tolerance pattern'.
  • the currently displayed'meet' may be changed to'do not meet'.
  • a similar approach can be applied to the question of change to question.
  • the learner can match the card and each expression according to the example sentence 50.
  • the learner can improve the ability to grasp the composition and order of sentences together because the learner can review the positions of words in the specified sentence when viewing the sentence.
  • 9 and 10 are an embodiment of an English learning method related to the present invention.
  • the English learning method of the present invention may provide learning of a plurality of sentences. Multiple sentences are usually connected by conjunctions. Like other sentence element indicators 41, a sentence element indicator 41 representing a conjunction may also be output. In particular, it may be output in the form of a card 41f representing a connection company, and for example, may be expressed as a'C' card. The learner can recognize that it is learning about a sentence in which a plurality of sentences are combined through conjunctions by checking the'C' card.
  • the conjunctions corresponding to the card 41f representing the conjunctions may include'If','When','Before','After','Although','While', and'Because'. Examples of these conjunctions can be selected by being output together in a list form.
  • conjunctions There can be several types of sentences including conjunctions.
  • Fig. 9(a), 9(b) and 9(c) show some forms of sentences including conjunctions.
  • Fig. 9(a) is a conjunction + plain preface (or question) + plain preface (or question)
  • Fig. 9(b) is a conjunction + plain preface (or question) + question to which'Q1' is applied
  • Fig. 9(c) is a conjunction + Plain preface (or question) +'Q2' and'Q1' are applied to indicate the form of the question.
  • the order of sentences including conjunctions and sentences that do not may be reversed.
  • the learning method using the sentence element indicator 41 may be equally applied within a range not contradictory with the previous embodiments.
  • the English learning method of the present embodiment corresponds to the practice of constructing a sentence and a sentence unit, it may be a final learning method that encompasses other previous embodiments. Therefore, while maintaining the combined form of sentences including the conjunctions, learning can be performed in a manner of changing the form of at least one sentence. For example, as shown in FIG. 10, in the first form of conjunction + plain preface + plain preface, conjunction + negative sentence + second form of negative sentence, conjunction + plain preface + third form of question sentence, conjunction + negative sentence + fourth form of question sentence Learning can be done with.
  • unit verbs included in [Table 1] can be used to transform into various types of example sentences for learning.

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Abstract

L'invention concerne un procédé d'apprentissage de l'anglais comprenant les étapes suivantes : énumérer et fournir une pluralité d'indicateurs représentant chaque élément constitutif d'une phrase afin de compenser une faiblesse de capacité de structuration de phrase, causée par une mémorisation centrée uniquement sur les mots classique, et d'augmenter la compréhension de l'ensemble de la phrase ; fournir des exemples spécifiques de phrases correspondant à la pluralité d'indicateurs dans lesquels un élément constitutif correspondant à au moins un indicateur parmi la pluralité d'indicateurs est un espace vide ; et recevoir, dans l'espace vide, une expression contenant au moins un mot.
PCT/KR2020/004863 2019-04-10 2020-04-09 Procédé d'apprentissage de l'anglais WO2020209651A1 (fr)

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Citations (5)

* Cited by examiner, † Cited by third party
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KR20100084382A (ko) * 2009-01-16 2010-07-26 이성호 영어학습용 인쇄매체
WO2013036051A2 (fr) * 2011-09-06 2013-03-14 주식회사 스마트앤에듀 Dispositif pour l'étude de phrases dans une langue étrangère et méthode d'étude l'utilisant
KR20140094919A (ko) * 2013-01-23 2014-07-31 원종호 문장 형식별 구성요소 배열 및 확장에 따른 언어 교육 시스템 및 방법과 기록 매체: 팩토리얼 언어 교육법
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